CHAPTER 10: Understanding Students with Autism Exceptional Lives 8th Edition Turnbull, Turnbull, Wehmeyer, and Shogren Developed by Theresa Garfield Dorel Texas A&M University-San Antonio

Defining Autism IDEA Autism is a developmental disability that affects children prior to the age of three in three areas: –Verbal & nonverbal communication –Social interaction –Academic performance DSM-V Autism spectrum disorder comprised of two domains – social-communication impairments and restrictive/ repetitive behaviors and interests must occur during the early childhood years and must create challenges in everyday functioning

Prevalence Rates of ASD 7.1% of all students 3-21 in special education 1 in 88 children Increased by 78% from 2002-2008 Different theories for the increase in prevalence: Greater public awareness More refined diagnostic procedures

Characteristics Social-Communication Impairments Social-emotional reciprocity Nonverbal communication Maintaining relationships Repetitive/Restricted Behaviors and Interests Speech (echolalia) Routines Perseveration Sensory fixations

Atypical Language Development Interrupting when others are communicating and experiencing difficulty in knowing when it is appropriate to speak Focusing attention on one topic only Limiting a communication topic to fewer than a couple of interactions Reversing pronouns (e.g., the student may look at his teacher and say, “You want to have a snack now,” meaning that he, not the teacher, wants a snack) Repeating or echoing other people’s language (echolalia)

Problem Behavior Problem behavior Self-injurious behavior Pica Studies indicate the less communication needs are met, the more self-injurious behavior Aggression Linked to a communication function

Other Characteristics Sensory and Movement Disorders Differences in Intellectual Functioning Approximately 72% have intellectual disabilities or are borderline Savant syndrome

Determining the Causes Incorrect historical perspectives on causes “Refrigerator mothers” Biomedical causes Abnormalities in brain development Brain growth rates in early development Neurochemistry Genetic factors Twin studies

Evaluating Students with ASD Usually in early childhood Often uses some of the same tests given to students with intellectual disabilities and multiple disabilities Criteria may include: Speech and language Academic achievement Cognitive functioning Medical physical status Autism Diagnostic Interview – Revised (ADI-R)

Determining the Nature of Specially Designed Instruction and Services Functional Behavioral Assessment (FBA) Describe the nature of the behaviors Gather information from involved parties Determine why the student engages in problem behavior Hypothesize relationship between behavior and events before, during, and after the behavior Incorporate functional assessment information into the IEP Help student develop alternative behaviors

Partnering for Special Education and Related Services Teams conduct functional behavioral assessments (FBA) and develop positive behavioral support plans Teams should use these principles: Procedures defined Procedures taught Procedures actively used Budget and resources applied Records kept Leadership secured

Determining Supplementary Aids and Services Address the domains of access, classroom ecology, and task modifications Access involves modifications to the community, campus, building, or classroom to ensure physical and cognitive access Also provide “behavioral access” The lunchroom is a frequent environment in which problem behaviors occur; consider modifications to seating Include accommodations for before and after school and in the hall between classes

Planning for Universal Design for Learning Some characteristics associated with autism spectrum disorders are potential areas of learning strengths and provide a basis for curriculum adaptation Ability to focus attention on detailed information May excel in areas of the curriculum that are not as language-based, such as math or science Mnemonic strategies Keyword Pegword Letter

Planning for Other Educational Needs Provide students instructional supports that enable them to develop appropriate social skills Promoting friendships Include students in all areas Use peer buddy programs Use person-centered planning models that involve peers Ensure peers learn about the goals of inclusion

Effective Instructional Strategies: Early Childhood Students Early intervention and preschool programs use different approaches, including the following: Applied behavior analytic (ABA) techniques, such as discrete trial training Incidental teaching in natural environments Communication, sensory processing, motor planning, and shared affect with caregivers and peers Social stories address the “hidden curriculum”

Effective Instructional Strategies: Elementary and Middle School Students Schoolwide positive behavior supports A systems-level and evidence-based method for improving valued social and learning outcomes for all students Proactive, problem-solving, and data-based approach to improving appropriate behavior and achieving important academic, social, and communication outcomes Also seeks to rearrange school environments and change school systems to prevent students from engaging in problem behaviors Includes three components: universal support, group support, and individual support

Effective Instructional Strategies: Secondary and Transition Students The techniques underlying positive behavior support emerged from a set of strategies referred to as applied behavior analysis (ABA) ABA uses the principles of operant psychology Discrete trial training is based on the “three term contingency” outlined by applied behavior analysis: Presentation of the discriminative stimulus (cue) Presentation of the prompting stimulus (if needed) The response The reinforcing stimulus

Including Students with Autism

Measuring Students’ Progress Autism Screening Instrument for Educational Planning (ASIEP-2) Five components: Communication, social interactions, behavior, academic content, other Teacher also needs to measure outcomes related to school- wide positive behavior interventions and supports Direct counts of problem behavior Problem behavior reported by environment or time of day Indirect indicators of success Data collection tools School Wide Information System School-Wide Evaluation Tool (SET) School-wide Benchmarks of Quality (BoQ)

Making Accommodations for Assessment Students with autism may perform better on standardized assessments when provided more frequent positive reinforcement They may also perform better when assessments are administered by a familiar person Presence of the examiner minimizes the students’ anxiety and stress associated with testing